Philippine English: Linguistic and literary perspectives

Bautista, Maria Lourdes S.; Bolton, Kingsley

doi:10.5790/hongkong/9789622099470.003.0001

Cited by 16 publications

(10 citation statements)

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“…), and has evolved into a variety of its own. Bautista and Bolton (2008) observe that Philippine English has its own “distinct accent, a localized vocabulary, and even a body of creative writing by Philippine writers in English” (p. 4). Philippine English is distinct in terms of localized phonological and lexical features as well as syntax and the presence of “Filipinisms” or Filipino loanwords and idioms translated into English (e.g., open the light instead of turn on the light ).…”

Section: Socio‐historical Context Of English In the Philippinesmentioning

confidence: 99%

(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English

Morikawa

Parba

2022

TESOL Quarterly

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Recent studies indicate that many foreign students now choose to go to the Philippines for university and language education. In this paper, we examine how Filipino Teachers' English (FTE) is represented on English language schools' webpages to market the Philippines as an alternative destination for acquiring “good” English among Japanese nationals. By examining a combination of online texts, photos, and videos through the lens of multimodal discourse analysis, we found that FTE is often presented as affordable and native‐like or somewhat akin to American English. While on the surface the shift of focus to the Philippines as a place for English education may appear to dismantle Japanese learners' strong preference for native speakers of English, the schools reinforce the hierarchization of English by invoking American English and/or native‐speakerist ideals. In short, FTE is promoted as a desirable option because it can pass as native‐like and is affordable. Unlike the less prestigious varieties of English spoken by the majority of Filipinos, which are implicitly stigmatized as impure and therefore inferior and undesirable, FTE is constructed as high quality at low cost. Through this representation, English language schools in the Philippines participate in the complex process of legitimating and illegitimating Philippine English, while at the same time reinforcing the hierarchization of English and the ideology of native speakerness.

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Section: Socio‐historical Context Of English In the Philippinesmentioning

confidence: 99%

(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English

Morikawa

Parba

2022

TESOL Quarterly

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“…Prior to the 1970s, language became one of the essential indicators of socio-economic status. English became attached with the activities of the rich, the famous, and the educated, while the local vernaculars were left among the unlettered and underprivileged living in rural areas (Bolton and Bautista, 2009). At the same time, English earned greater prestige over other vernaculars due in part to the language problem in the country spurred by the 1935 constitution specifying the national language to be based on the Tagalog of Manila and other neighboring provinces.…”

Section: Introductionmentioning

confidence: 99%

Segmental Features of English modeled by selected professors in a state university in the Philippines: Implications in teaching English

Guinto¹

2013

IJRSLL

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This paper is a case study that identified the segmental features observable among and modeled by three professors in a state university in the Philippines (where Tagalog is the native language), in their reading of a poem. In reference to General American English (GAE) which Filipino speakers of English attempt to approximate, generalizations out of the data and pedagogical implications were derived. The sociolectal approach in describing phonological features of a particular speech community was employed in this paper. Results revealed that substitution, addition and deletion of sound segments are governed by the interference of L1 and caused by the fossilization of pronunciation "lapses" of the participants. These lapses can therefore be regarded as defining features of the variety of English spoken by speakers in the area and perhaps its neighboring provinces since the participants serve as models in the community. In view of this, teachers of English should strengthen the Communicative Competence Model in the teaching of the language in order to make students be sensitive and appreciative of varieties of English such as the one noted in this paper.

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“…A great deal of research delving into the existence of a local variety of English in the Philippines (Bautista, 2011;Bolton & Bautista, 2008) is undoubtedly very useful in revealing the phonological, morphological, and syntactic variations in PhE (Philippine English). Research findings of corpus analysis (Alonsagay & Nolasco, 2010;Bautista, 2000Bautista, , 2001Borlongan, 2008Borlongan, , 2011Dita, 2011;Gustilo, 2011;Tayao, 2008) evidently show that PhE has its own phonological, lexical, and syntactic peculiarities propagated by the circle of educated Filipino speakers, e.g., media practioners, educators, and college learners.…”

Section: Introductionmentioning

confidence: 99%

English(es) in College English Textbooks in the Philippines

2013

UCFL

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Although a great deal of research on PhE (Philippine English) has been initiated and published, its presence in instructional materials and other contentious issues relevant to the existence of varieties of English seems to be marginally tackled in locally printed learning paraphernalia, particularly college English textbooks. A cursory review of literature suggests that at the moment, very few studies that examine the varieties of English represented in textbooks have been undertaken in the local setting. This study, therefore, presents the results of a content analysis of college English textbooks from three leading Philippine universities to identify the standard(s) promoted in teaching and internalizing the rules of English grammar and to pinpoint the norm that authors adhere to writing textbooks. The content analysis of three college English textbooks hints at the assumption that English(es) or varieties of English are rarely extensively reflected and discussed in local college English textbooks and that Filipino textbook writers do not seem to strictly adhere to an exogenous norm, e.g., AmE (American English). The analysis shows that English textbook developers, who are also English teachers, use distinctive PhE grammatical structures in writing books. This makes them propagators of a pluricentric model, i.e., two varieties. In this study, these varieties are American and Philippine English(es).

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Philippine English: Linguistic and literary perspectives

Cited by 16 publications

References 0 publications

(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English

(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English

Segmental Features of English modeled by selected professors in a state university in the Philippines: Implications in teaching English

English(es) in College English Textbooks in the Philippines

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